Redressing the imbalance: inclusive educational practices in the male dominated music technology classroom.

This dissertation addresses a gap in research on gender equality and inclusive practices within the sound and music technology classroom. Previous research has investigated how women have been excluded in academia and the workplace, sex aggregated data on sound and music technology programmes throughout the academic levels, and why women are dissuaded from academic progression and careers in sound and music technology. The research presented as part of this dissertation draws from these previous studies, while simultaneously expanding the knowledge in the field by exploring ways in which to apply the research in a sound and music technology classroom setting and reflecting upon the impact of inclusive educational practices in the male dominated music technology classroom. This body of work includes an analysis of experiences of equality and inclusivity (or lack thereof) in the sound and music technology classroom, based on a bespoke survey. In addition to analysing the results of the survey, the dissertation explores the impact they have had on my own practices as a lecturer, informing a number of changes to curriculum delivery and design, as well as teaching environment configuration. These changes have resulted in a more diverse range of projects submitted by students, an increase in diversity of authors in student reference lists, and a more conscious, harmonious and respectful classroom. The combination of an in-depth literature review, survey results analysis and reflection on my own practices and the impact of applied changes, result in a set of recommendations and guidelines for improving gender equality and inclusive practices within the sound and music technology classroom.